This is an inquiry-based curriculum that embodies the Principles and Standards for School Mathematics presented by the National Council of Teachers of Mathematics and is aligned to the Minnesota State Mathematics Standards. Students will learn and be able to use the relationships, properties, and applications associated with shapes found in a three dimensional world. Included will be the geometry of angles, parallel lines, congruent triangles, right triangles, triangle inequalities, trigonometry, quadrilaterals, similar polygons, circles, area, coordinate geometry, and areas and volumes of solids. Additional geometric topics may include tessellations and vectors.

Aims of MYP Mathematics

The students of MYP Mathematics will be encouraged and supported to

Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power

Develop an understanding of the principles and nature of mathematics

Communicate clearly and confidently in a variety of contexts

Develop logical, critical, and creative thinking

Develop confidence, perseverance, and independence in mathematical thinking and problem-solving

Develop powers of generalization and abstraction

Apply and transfer skills to a wide range of real-life situations, other areas of knowledge, and future developments

Appreciate how developments in technology and mathematics have influenced each other

Appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics

Appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives

Appreciate the contribution of mathematics to other areas of knowledge

Develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics

Develop the ability to reflect critically upon their own work and the work of others.

Texts and Materials

We will be using the CPM Core Connections Geometry textbook.

Students should bring to class:

· A three ring binder with space specifically for this class

· A pencil with an eraser

· Any assignments that are due

· Student ID and planner

Planners will be used early in class daily to write down due dates and assignments.

Class-work Expectations

The successful mathematics student will attend class every day, bring all supplies, work cooperatively with their group on class-work, participate in class discussions, listen attentively, challenge themselves when the work is difficult, persevere when tasks are complicated or lengthy, use appropriate resources as aids to learning, clearly explain their work, justify their process and/or prove their conclusion, complete all assignments, make verbal presentations to the class, take and keep notes, & study for and satisfactorily complete all assessments.

While taking this course students will:

· Work in groups to analyze problems

· Learn about group cooperation and roles in group learning

· Develop strategies for solving problems

· Do investigations where the task is not clearly defined

· Express mathematical ideas orally and in writing

· Explore two and three dimensional figures and their properties

· Justify conjectures using both inductive and deductive reasoning

· Use concrete mathematical models in various situations

· Make connections between and among math concepts

· Read and interpret a given problem using mathematical terms

· Organize and present information/data in the form of a table, graph, and/or diagram

Homework Expectations

Homework will be assigned daily. All work should be shown and fully explained for students to experience the greatest gains when working with the mathematical content. Some homework assignments will be collected for assessment and scored using one of the MYP mathematics assessment criteria rubrics.

You will need a protractor, ruler, and compass at home for assignments.

You will need an inexpensive scientific calculator (this includes the sin, cos, and tan keys) at home for assignments. You do not need to bring your calculator to class.

Absence Policy

When you are absent, you are still responsible for the material missed. Handouts can be collected from the teacher. Notes can be copied from a classmate (or copied after school). You can ask a classmate or the teacher for the homework assignment(s) missed. You will have one day for each day missed to make up the homework and get it checked off. Handouts and missed quizzes will need to be completed within a week. It may be worth your time to come to tutorial to make up the work and/or get individual assistance.

Grades

MYP mathematics has four objectives to assess learning.

· A: Knowledge and Understanding

· B: Investigating Patterns

· C: Communicating

· D: Applying Mathematics in Real-life Contexts

Formative Assessments A variety of formative assessments, including both textbook and teacher made, will be used. Common forms of assessment will include random homework collections, homework quizzes, short answer questions at the beginning of class or at class departure (ticket ins/outs), classroom observations (walk a rounds), and/or a district benchmark exam. Formative assessments will be scored according to the eight-point MYP Mathematics rubrics for objectives A, B, C, D. These rubrics are attached.

Summative Assessments Summative assessments will be primarily closed note learning target quizzes and end of unit projects (MYP tasks, study guides, packets, or writing projects). The quizzes will be scored according to the eight-point MYP Knowledge and Understanding rubric (A) while the MYP tasks will use MYP rubrics for Investigating Patterns (B), Communication (C), or Applying Mathematics in Real-life Contexts (D). Retakes for learning target quizzes will be available.

Grading will be based on a student’s demonstration of how well they have learned the key geometry concepts and their performance on each learning target. Assignments will be weighted: 80% Summative Assessments and 20% Formative Assessments. All percentages will be truncated (not rounded up) before recording. For example, 87.649 will be recorded as 87%.

Overall grades will be based on the accumulated weighted percent scale:

A 87%-100%

A- 75%-86%

B+ 71%-74%

B 66%-70%

B- 63%-65%

C+ 59%-62%

C 54%-58%

C- 50%-53%

D+ 44%-49%

D 31%-43%

D- 25%-30%

F Below 25%

Organization Station

The organization station will be located on a table near the door. Students are allowed to use the organization table at the beginning and end of class and during transitions between the game, homework, notes, and work time.

Communication

Please use the voicemail number or email address above to contact me for any reason. Generally, I check my voicemail every afternoon and my email multiple times per day. I do use the Discovery online grade book so you are welcome to check your child’s progress via Parent Portal.

Academic Support

I will be available after school if you need help. Currently, my tutorials are set for Wednesday after school in room 131 from 3:15 to 4:00. If help is needed, PLEASE ASK IMMEDIATELY, DON’T WAIT. If at any time you have a D or an F, you are EXPECTED to attend tutorials to bring up your grade. Parents will be called. Parents and guardians are always welcome to email, call, or visit.

With Respect to School Rules

School-wide behavior expectations will be enforced in this class.

Students are expected to be in their seat ready to learn when the bell rings.

No cell-phones should be visible during class. If seen, heard, or used, the electronic device will be collected. Failure to turn over device may result in a referral to the dean.

Don’t’ bring food to class. Water bottles are allowed.

Scholastic Honesty

This is taken from the draft of the PHHS MYP Assessment Policy:

“Academic honesty and personal integrity are fundamental components of a student’s education and character development. Patrick Henry High School expects that students will not cheat, lie, plagiarize, or commit other acts of academic dishonesty. “

Students do sit at tables and are expected to work with others in their group. This allows for sharing of ideas and processes, which are to aide in a student’s task comprehension, provide deeper mathematical understanding, and develop stronger connections to and applications of knowledge. In all cases, students are responsible for their own ideas and work and are not to solely use others’ ideas and processes as their own. Some distinction or differentiation in work is required for students to provide adequate evidence that while topics can be studied together, investigated with another’s help, and/or discussed in union, that their work is uniquely their own. No talking, sharing, or copying should occur during quizzes.